Professional Documents
Culture Documents
(From Koch, J (2010). Science Stories: Science Methods for Elementary and Middle School Teachers.
Belmont, CA: Wadsworth Cengage Learning, p. 321)
While making your lesson plans, answer fully each of the questions listed
below (point form or through discussion in your group your subsequent
lesson plan should demonstrate that these elements have been
considered):
Goals:
experience?
Main Ideas:
What are the ideas at the heart of this experience? What
concepts am I
hoping the students will understand as
a result of this lesson? (How does it
connect to the big
question?)
Procedures:
Engage
Explore
exploring on behalf of
Explain
Elaborate
Evaluate
On the next plate is one possible template that you can use to plan your activity.
This is only one suggestion you need to use something that
makes sense for you.
Grade: ONE
Activity: My Communities
Booklet
Goals/Key questions
information)
Goals: Why are communities important to you and how are communities different
for different people?
Outcome 1.1.3- Examine how they belong and are connected to their
world by exploring and reflecting upon the following questions for
inquiry:
What helps us to recognize different groups or communities (e.g., landmarks,
symbols, colours, logos, clothing)?
In what ways do we belong to more than one group or community at the
same time?
In what ways do we benefit from belonging to groups and communities?
What are out responsibilities and rights at home, at school, in groups, and in
communities?
Content:
Introduction
(Pos)
(how will you
engage students?
Connections to
previous
learning?)
Time estimation:
3 min
Introduction
(how will you
engage students?
Connections to
previous
learning?)
Time estimation:
2 min
Ask students to be
thinking about what
community means
to them
Transition
consideratio
ns
Activity 1
(add more if
needed)
Time est: 4
min
Transition
consideratio
ns
Activity 2
Time Est: 9
min
Show exemplar of
activity and explain
how it is organized.
Starting with
themselves, and
growing into larger
communities.
Provide students
with the materials to
Suggesting examples of
communities
Participating in brainstorming
Listening to ideas
Conclusion
-
Est time: 2
min
make their My
Communities
Booklet
Encourage students
to consider their
roles in each
community they
belong
Have them draw
themselves enacting
their role in each
community
Have students
present their My
Communities
Booklet to the rest
of the class and tell
who they put in
which community
and why
Concluding remarks
on communities and
their
diversity/importance
Assessment: Formative
Brainstorming
Observing the activity
Listening to students talk about their communities
Checking students end products to see if they understood the activity
Why did you place certain things/people in which section of your community?